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Mixed Age Year 2 and 3 Measurement and Time Step 5 Resource Pack

Mixed Age Year 2 and 3 Measurement and Time Step 5 Resources

Step 5: Mixed Age Year 2 and 3 Measurement and Time Step 5 Resource Pack

Mixed Age Year 2 and 3 Measurement and Time Step 5 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 3 AM and PM for Summer Block 3.*

*Please Note - It is recommended that Year 2 complete the developing level as an introduction to next year. We are hoping to review these resources and possibly provide content for the other year group in the academic year 2019-2020.

 

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What's included in the Pack?

This Mixed Age Year 2 and 3 Measurement and Time Step 5 pack includes:

  • Mixed Age Year 2 and 3 Measurement and Time Step 5 Teaching PowerPoint with examples.
  • Year 3 AM and PM Varied Fluency with answers.
  • Year 3 AM and PM Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 3: (3M4d) Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

Differentiation for Year 3 AM and PM:

Varied Fluency
Developing Questions to support telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 10 minute intervals.
Expected Questions to support telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 5 minute intervals.
Greater Depth Questions to support telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 1 minute intervals.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Complete the table to show whether times of day are a.m. or p.m. when telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 10 minute intervals.
Expected Complete the table to show whether times of day are a.m., p.m. or both when telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 5 minute intervals.
Greater Depth Complete the table by recording an activity that might occur during a.m., p.m. or both when telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 1 minute intervals.

Questions 2, 5 and 8 (Reasoning)
Developing Explain whether digital times have been written correctly when telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 10 minute intervals.
Expected Explain whether digital times have been written correctly when telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 5 minute intervals.
Greater Depth Explain whether digital times have been written correctly when telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 1 minute intervals.

Questions 3, 6 and 9 (Reasoning)
Developing Decide if a statement is correct and explain why when telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 10 minute intervals.
Expected Decide if a statement is correct and explain why when telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 5 minute intervals.
Greater Depth Decide if a statement is correct and explain why when telling the time using analogue and digital clocks, recognising a.m. as morning and p.m. as afternoon. Includes 1 minute intervals.

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